Once we had grasped our new learning about timelines, we used this new knowledge to help us put toys into chronological order. It was a tricky task, especially if you were born in 2008, 2009 or 2010! Some of us have never had to say 'nineteen sixty-two' (1962) before and when we see this number written in digits we want to say 'one thousand nine hundred and sixty two'! Once we had discussed this misconception with our learning facilitators we were able to use dates to help us put toys into chronological order!
Our current learning goal is to be able to identify differences between our own lives and those of people who have lived in the past. We spent the rest of the week focusing on two pieces of art to help us explore our learning goal, The Toyshop by Peter Blake and Children's Games Pieter Bruegel. We have been considering the toys and games in both of the artists work and have been really great at communicating the similarities and differences between the toys and games we play now and the toys and games that were depicted in the art work. We created our own toyshop in the style of Blake's, our had three windows, one repenting the past, one the present day and one the future. We then drew toys onto our toy shop window making sure we commented on the differences between the past and present day toys.
Those of us in Year 1 have been busy working systematically to find different ways to make amounts of money. For example -
5 + 5 =10
2 + 2 + 1 + 5 =10
2 + 2+ 2+ 2 + 2 = 10
This is a really tricky thinking skill to master but we were resilient and really enjoyed challenging ourselves! We also role-played adding different amounts of money together at our very own shop.
In Year 2 we have been busy solving multiplication sums. Some of the sums we were able to solve in our head or by counting in 2's, 5's or 10's. But what happens if we can't count in a certain number? To help us with this potential problem we learned two methods of solving very tricky multiplication sums. We then went on a multiplication hunt around the school and practiced the new skills we had learned in the classroom. It was great to have been shown two different methods, we can now choose the method which works well for us when solving tricky multiplication sums!
In Year 1 we have had lots of fun learning about riddles! We began the week learning new knowledge about riddles. This involved listening to lots of great riddles and playing lots of games to guess the riddle, we had to use our thinking skills to help us with this challenge! Once we had a greater understanding about riddles we decided to write our own toy riddles with our partner! We had to make sure we carefully described our chosen toy with lots of really great adjectives but at the same time we could not give to many clues away! Finally we used ideas we had generated in our teams to create a toy riddle by ourselves! This was great fun because once we had created our riddle we read it to a partner and they had to guess which toy our riddle was describing!
Those of us in Year 2 have been on a mission! On Monday morning we had some very strange riddles to solve. These riddles led us to different places around the school. Hiding in these places were lost toys with a secret message! It was our job to decode their message. Their message was worrying! It said 'Please help us! We're afraid of the toy box!' We wanted to help the toys but didn't know why they were afraid?
In groups we used our imagination and thinking skills to think of all the reasons why the toys might be scared of their toy box. We then decided on our own idea and wrote it into sentences paying particular attention to our punctuation. We left our literacy books out for the toys to read when we had gone home.
The next morning the toys had left us another message, they were asking us to write a poem describing all the things the toys were scared of. This poem had to include rhyming couplets; something we were learning about last week. Our poems are now complete and we are gong to leave them out for the toys to read. we hope they appreciate all the effort we we made when practicing our rhyming skills! I wonder what they will ask us to do next?